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A four-level framework for identifying and classifying student conceptual and reasoning difficulties
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A four-level framework for identifying and classifying student conceptual and reasoning difficulties (2001)A four-level framework for identifying an…Improving Teaching and Learning in Science and Mathematics. (1996)Improving Teaching and Learni…Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning (1995)Students' Alternative Concept…Force concept inventory (1992)Force concept inventoryA mechanics baseline test (1992)A mechanics baseline testA guide to introductory physics teaching (1990)A guide to introductory physi…Students’ conceptions and the learning of science (1989)Students’ conceptions and the…Bibliography. Students' Alternative Frameworks and Science Education. 2nd Edition. (1988)Bibliography. Students' Alter…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The initial knowledge state of college physics students (1985)The initial knowledge state o…Naturalistic inquiry (1985)Naturalistic inquiryLearning in science : the implications of children's science (1985)Learning in science : the imp…Cognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Research in Education: A Conceptual Introduction (1984)Research in Education: A Conc…The Concise Oxford Dictionary (1934)The Concise Oxford DictionaryThe Concise Oxford Dictionary of Current English (1929)The Concise Oxford Dictionary…Concise Oxford dictionary of current english' (1929)Concise Oxford dictionary of …Research on conceptual understanding in mechanics (1984)Common sense concepts about motion (1985)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Learning How to Learn (1984)Conceptual Change in Childhood (1985)The characteristics of formative assessment in science education (2001)Coherence versus fragmentation in the development of the concept of force (2004)Re-Imagining Science Education: Engaging Students in Science for Australia's Future (2007)Curvilinear Motion in the Absence of External Forces: Naïve Beliefs About the Motion of Objects (1980)Factors influencing the learning of classical mechanics (1980)Students’ preconceptions in introductory mechanics (1982)Learning by Collaborating: Convergent Conceptual Change (1992)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Constructing Scientific Knowledge in the Classroom (1994)Current Concepts in Validity and Reliability for Psychometric Instruments: Theory and Application (2006)A typology of mixed methods research designs (2007)Designing a Qualitative Study (2009)Emotion-focused therapy: Coaching clients to work through their feelings. (2002)Science Communication: A Contemporary Definition (2003)New business start-up and subsequent entry into self-employment (2005)Principles for Participatory Action Research (1991)Spatial analysis a guide for ecologists (2005)Spatial Analysis (2005)Enhancing teaching through constructive alignment (1996)The laboratory in science education: Foundations for the twenty‐first century (2003)Three Approaches to Qualitative Content Analysis (2005)Seeking Qualitative Rigor in Inductive Research (2012)Thematic Analysis (2017)
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References

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  • 1986Those Who Understand: Knowledge Growth in Teaching22,166 cited
  • 1992Force concept inventory3,367 cited
  • 1984Research in Education: A Conceptual Introduction3,284 cited
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  • 1985The initial knowledge state of college physics students1,076 cited
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  • 1990A guide to introductory physics teaching

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